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A case study of A Campus-Base Course Taught and Assessed Using e-learning

A case study of A Campus-Base Course Taught and Assessed Using e-learning. John Fothergill. Optical Fibre Communications. A module given to 2 nd years (level 2) and 3 rd and 4 th years (level 3) Slight differences between the 2 levels

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A case study of A Campus-Base Course Taught and Assessed Using e-learning

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  1. A case study of A Campus-Base Course Taught and Assessed Using e-learning John Fothergill

  2. Optical Fibre Communications • A module given to 2nd years (level 2) and 3rd and 4th years (level 3) • Slight differences between the 2 levels • Engineering Department has a good mix of international backgrounds – good testing ground! • Chosen as the technology has started to stabilise

  3. Module Survey for EG3024Optical Fibre Communication John Fothergill 23 June 2004

  4. Survey composition(30 respondents, 38 in “class”)

  5. Do you have use of a computer at your term-time address?

  6. I accessed Blackboard:

  7. Student accesses per hour of the day

  8. User accesses per day of the week (assignments on Tues!)

  9. In the virtual lectures, I liked...

  10. Understanding lectures

  11. Use of handouts

  12. Use of quizzes

  13. Worked hard on quiz before consulting solutions?

  14. On-line assignments

  15. Discussion Board Usage

  16. Usefulness of Discussion Board

  17. Video clips (£1.50 per student)

  18. Technical problems?

  19. Time spent on module(10 credits “should be” 6 hours)

  20. Study at own pace (9) No exam, more freedom (3) Access lecture whenever (12) Learning and assessment in sections (5) Interesting material Quick response to questions on chat board (2) Quizzes (4) Videos – “real world” view Text accompanying lectures VLE style “relaxed” “fun” – being able to study at home (2) Lecture notes in lots of formats and well presented Not entirely virtual Key best things (29 responses)

  21. Occasional mistakes in lectures (difficult to correct) University accommodation needs high-speed internet I preferred notes to lectures Not all learning material available at start of course Difficulty of assignments Some more “real” classes + real exam Costly to print notes Don’t need final report (2) More animations/applets Vague final report topic Too time consuming Technical problems VLE sometimes goes down at 1 o’clock in morning Key worst things (27 responses)

  22. “Glad I did the course” “Good to see new way of lecturing” “Great course – new style yet effective” “Final report really did test understanding” “Report could have been group effort” “I really enjoyed the module” “Would like to thank staff involved for their effort” “very different ... refreshing” “Good style of teaching” “Make the scrolling text bigger” “Would like (part of) more modules using this style” Other comments

  23. Last Four Mark Distributions

  24. So how long does all this take? • Lectures • All quite short and intensive • Almost like reading from a book • With diagrams, text etc., about 4 hours to write a lecture • + about 1 or 2 hours to “produce it” – often done by PhD student • 38 Lectures  220 hours

  25. So how long does all this take? • Quizzes • These are quite quick. • Need to use imagination (e.g. fill in the blanks, ordering for descriptions) • Not much longer than writing a set of examples and solutions 3 hours • So about 100 hours for the quizzes.

  26. So how long does all this take? • Course design • This took a lot of thinking about! • I should have gone on some courses.

  27. Embedding e-learning • good collaborative networks • support for teachers to integrate learning technologies into courses • departmental/faculty teams • specialist learning technology teams • student ICT skills modules • pedagogical scholarship in departments (www.jisc.ac.uk/elti)

  28. A future for e-learning • Changing roles • Quality and standards • New technology • Meeting students’ expectations

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